PRIMERJAVA MOTIVACIJE ZA ŠTUDIJ MED SLOVENSKIMI IN ČEŠKIMI ŠTUDENTI

Kern, Barbara

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Naslov:	PRIMERJAVA MOTIVACIJE ZA ŠTUDIJ MED SLOVENSKIMI IN ČEŠKIMI ŠTUDENTI
Avtorji:	ID Kern, Barbara (Avtor) ID Mayer, Janez (Mentor) Več o mentorju...
Datoteke:	UNI_Kern_Barbara_2011.pdf (1,95 MB) MD5: 759BB362504D19A7EC5E4CA49628A7FC PID: 20.500.12556/dkum/a9d9450c-46ce-444a-be97-1039bc1d5f32
Jezik:	Slovenski jezik
Vrsta gradiva:	Diplomsko delo
Organizacija:	FOV - Fakulteta za organizacijske vede
Opis:	Diplomsko delo je primerjava motivacije za študij med slovenskimi in češkimi študenti. Zanimalo nas je, kaj motivira študente, da se odločijo za izobraževanje po končani srednji šoli ali gimnaziji in če na ekonomski Fakulteti v Ostravi študente motivirajo podobni dejavniki kot študente na Fakulteti za organizacijske vede. Podrobno smo raziskali kaj je učenje, kaj motivacija in še podrobneje kaj je motivacija za študij. Naredili smo dve raziskavi na dveh fakultetah, ter rezultate med seboj primerjali. Kot že rečeno sta bili v raziskavo vključeni Fakulteta za organizacijske vede Univerze v Mariboru in Ekonomska Fakulteta Univerze v Ostravi, na Češkem. Predpostavljali smo, da češki študentje v večji meri študirajo iz lastnih motivov kot iz zunanjih pobud. Rezultati analize, katero smo opravili s pomočjo programa SPSS so nam pokazali, da hipotezo zavrnemo. Če primerjamo s slovenskimi študenti so češki dali veliko več pomena zunanjim spodbudam kot so: pomembnost, da pridobijo boljšo oceno kot kolegi, tekmovalnost s sovrstniki, vpliv prijateljev na vpis na fakulteto, veliko manj zaupajo vase, kot Slovenci… Lahko bi rekli, da se v Sloveniji bolj pozna vzdušje krize kot na Češkem, zato slovenski študentje iščejo motive za študij v sebi, saj niso prepričani, da je študij lažja pot do redne zaposlitve, k kateri vsi stremimo. Prav tako smo zavrnili hipotezo, da češki študentje bolj prakticirajo študij v skupini kot slovenski, saj so odgovori v večini enaki. Sklepamo, da je študentom veliko lažje imeti urejeno in mirno okolje v katerem se lahko skoncentrirajo. Verjamemo pa, da je za tiste, ki živijo v študentskem domu to težje, zato se tudi najverjetneje poslužujejo skupinskega učenja. Tezo, da v učnih navadah med skupinama ni pomembnih razlik smo morali prav tako zavrniti, saj se je izkazalo, da se Slovenci veliko lažje hitro učijo, da se bolj trudijo da bi snov razumeli in se je ne le učili na pamet. Češki študenti pa so se bolj izkazali v prisotnosti na predavanjih, saj jih je več 80% prisotnih kot pa slovenskih. To je najbrž posledica več obveznih predavanj, kot smo jih pa vajeni pri nas. Testiranje zadnje hipoteze nam je pokazalo, da so slovenski študentje bolj zadovoljni s kakovostjo svojih učiteljev kot češki. Do največjih razhajanj je prišlo pri pripravljenosti na predavanja in točnosti učiteljev. Za Čehe imajo učitelji pomembnejšo vlogo v njihovem študijskem procesu kot pri Slovencih, vendar pa slovenski učitelji veliko bolj vplivajo na motivacijo študentov. Slovenski študentje so bili prav tako bolj zadovoljni z dosegljivostjo učiteljev in z njihovim vplivom na študijski uspeh študentov, čeprav je srednja vrednost te trditve najmanjša.
Ključne besede:	učenje motivacija motivacija za študij kakovost učiteljev vrednote študentov
Kraj izida:	Maribor
Leto izida:	2011
PID:	20.500.12556/DKUM-21712
COBISS.SI-ID:	6981651
NUK URN:	URN:SI:UM:DK:5GHVRHZR
Datum objave v DKUM:	16.02.2012
Število ogledov:	2173
Število prenosov:	196
Metapodatki:
Področja:	FOV
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Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	COMPARISON OF MOTIVATION FOR STUDY BETWEEN SLOVENIAN AND CZECH STUDENTS
Opis:	The diploma thesis is a comparison of motivation for study between Slovenian and Czech students. We were interested in what motivates students to decide for education after high school and if students at the Faculty of Economics in Ostrava are motivated by similar factors as students at the Faculty of Organizational Sciences. We investigated in detail what learning and motivation are, and more specifically what is the motivation for a study. We have conducted two surveys at two faculties and compared their results. As has already been noted the research included the Faculty of Organizational Sciences from the University of Maribor and the Faculty of Economics from the University of Ostrava in Czech Republic. We assumed that Czech students study to a larger part due to their own motives rather than due to external initiatives. The results of the analysis, which was done with the SPSS program made us reject the hypothesis. In comparison with Slovenian students the Czech gave more weight to external incentives such as: the importance to get better marks than peers, competition with peers, the influence of friends to enroll at the faculty, much less confidence in themselves than Slovenes, etc. We could say that in Slovenia the atmosphere of crisis is more evident than in the Czech Republic, therefore Slovenian students seek motives to study in themselves, since they are not confident that having a degree is an easier path to get an employment – something to which everybody strives. In addition to that we also rejected the hypothesis that studying in a group is more common among Czech students than it is among Slovenian, as the answers are in the majority the same. We conclude that it is much easier for students to have an orderly and peaceful environment in which they can concentrate. We believe, however, that for that living in a dorm this is more difficult to have, therefore they are also more likely to make use of group studying. The thesis suggesting that there are no significant differences between the study habits of the two groups was also rejected. It turned out to be much easier for Slovenes to learn quickly and to put more efforts into understanding and not just learning by heart. Czech students have proved to attend lectures more, since they have more than 80% higher attendance than Slovenian students. This is probably due to more compulsory lectures, as we are used to having here in Slovenia. The testing of the last hypothesis indicates that Slovenian students are more satisfied with the quality of their professors than Czech students. The largest discrepancy occurred in the preparedness of professors for lectures and their punctuality. Professors play a more important role in the education process of Czech students than they do in the education process of Slovene students, but Slovenian professors have a stronger impact on student motivation. Slovenian students were also more pleased with the availability of teachers and their impact on their study success, although the middle value of this assertion is the smallest.
Ključne besede:	learning motivation motivation for study teachers' quality students' value

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